Speakers
Description
This study examines the third iteration of a Japan-Taiwan COIL project focused on English as a Lingua Franca (ELF). Using quantitative surveys (Yashima, 2002, 2009) and qualitative reflections based on Deardorff (2022), our research explores student attitudes toward an online intercultural exchange. Findings reveal that while students reported high satisfaction, they experienced significant anxiety. The session discusses strategies students used to overcome communication breakdowns and how the project reshaped their perceptions of non-native English interactions.
Abstract section 2: Contribution/research questions
- How satisfied were the students with the COIL program?
- How did the students’ communication anxiety change during the program?
- How did the students’ willingness to communicate change during the program?
Abstract section 5: References
Deardorff, D. K. (2022). Assessing intercultural learning outcomes in COIL courses. In J. Rubin & S. Guth. (Eds.), The guide to COIL virtual exchanges: Implementing, growing, and sustaining collaborative online international learning (pp. 287-297). Routledge.
Remmerswaal, R., Tuncer, H., & Naval, J. (2025). The impact of COIL on EFL learners’ communication confidence and soft skills. The JALT CALL Journal, 21(1), 2010. https://doi.org/10.29140/jaltcall.v21n1.2010
Rubin, J., & Guth, S. (Eds.) (2022). The guide to COIL virtual exchanges: Implementing, growing, and sustaining collaborative online international learning. Routledge. DOI:10.4324/9781003447832
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86, 55-66. DOI:10.1111/1540-4781.00136
Yashima, T. (2009). International posture and ideal L2 self in the Japanese EFL context. In Z. Dornyei & E. Ushioda. (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Clevedon, UK: Multilingual Matters.
Yeh, H. C., & Heng, L. (2023). Creating a virtual “third space” in a telecollaborative project to promote English as a Foreign Language (EFL) learners’ language proficiency and intercultural awareness. Interactive Learning Environments, 31(10), 6667–6677. https://doi.org/10.1080/10494820.2022.2043384
Abstract section 4: Outcomes/results
Results show that while the Japanese and Taiwanese students were satisfied with the exchange, most students reported experiencing significant anxiety. This anxiety stems from the difficulties encountered, which were primarily linguistic in nature. Survey and interview data uncovers the strategies used for overcoming communication breakdowns. Furthermore, students commented on how this project was a unique opportunity to learn about different cultures, and how it affected their view of other countries (primarily Taiwan and Japan), as well as communicating with other non-native speakers of English. The experiences of students with different levels of language proficiency, confidence and anxiety will be contrasted.
Abstract section 3: Content/method
Quantitative data collection involved surveys gauging communication anxiety and WTC (Yashima, 2002, 2009) as well as self-reported confidence levels and satisfaction with the activities, topics, and program. The qualitative component, guided by Deardoff’s recommendations for assessing Intercultural Learning Outcomes (2022), relied on written surveys and interviews to prompt student reflection on the affective, linguistic, and cultural dimensions of their COIL engagement. Due to time restrictions, this presentation will focus primarily on the qualitative data.
Abstract section 1: Relevance
Collaborative Online International Learning (COIL) programs provide students with opportunities to develop their foreign language ability and intercultural competence (Yeh & Heng, 2022). Highly-accessible, user-friendly technology means that there are few technological barriers preventing teachers from implementing COIL projects and students from actively participating (Rubin & Guth, 2022). However, communication anxiety should be monitored because of the impact it can have on students’ willingness to communicate (WTC) (Remmerswaal et al., 2025). In this study, we focus on a semester-long COIL project between a Japanese and Taiwanese university. We examined our students’ attitudes towards COIL and interacting with other EFL learners.
| Title | ELF Communication: Insights from a Japan-Taiwan COIL |
|---|---|
| Teaching Context | College and university education |